Social Psychology Concept PDF

 1. Social Psychology Concept 1.1. Concept and relationship with other sciences. 1.2. Historic development of Social Psychology. 1.3. Historical influences on Social Psychology. 1.4. Social Psychology today. 1) Worchel, S., Cooper, J., Goethals, G. R. & Olson,...

 1. Social Psychology Concept 1.1. Concept and relationship with other sciences. 1.2. Historic development of Social Psychology. 1.3. Historical influences on Social Psychology. 1.4. Social Psychology today. 1) Worchel, S., Cooper, J., Goethals, G. R. & Olson, J. M. (2000). Social Psychology. USA: Wadsworth. Chapter 1. Social Psychology. Pp.8-13. 2) Ross, L., Lepper, M. & Ward, A. (2010). History of Social Psychology. In: Fiske, S., Gilbert, D. & Lindzey, G. Handbook of Social Psychology. 5th Ed. USA.: John Wiley & Sons. Chapter 1.. Pp. 31-38. Prof. Dr. Jesús Saiz Galdós Social Psychology I 1  1. Social Psychology Concept  Discipline that uses cientific methods to “understand and explain how the thought, feeling, and behavior of individuals are influenced by the actual, imagined, or implied presence of others” (Allport, 1985).  “The scientific study of the feelings, thoughts, and behaviors of individuals in social situations” (Gilovich, Keltner & Nisbett, 2006).  “Interdisciplinary field located halfway between sociology and psychology. In addition it occupies a central place in the limits that separate the anthropology, history and literature. The sociologists study the economic, political and cultural processes that form the social structure and the contemporary cultural life. The psychologists study processes of the mental life: the memory, the perception, the reasoning, the cognition and the emotion (Lindesmith, Strauss & Denzin, 2006, p.3). 2 1. Social Psychology Concept  “Social Psychology goes in two directions: on the one hand, it deals with the problem of to what extent the man's psychic structure is determined by social factors and, on the other hand, to what extent this same psychic structure works like an influential and transforming factor of the social structure” (Fromm, 1937, 23). 3 1.1. Relationship with other sciences. Social Psychology & ….  Personality Psychology, Cognitive Psychology, Developmental Psychology…  Sociology (Micro-Macro)  Politic Science  Anthropology  Economy  History  Philosophy  Arts  Religion… 4 1.2. Historic development of Social Psychology. Social Psychology as an independent discipline Psycology Context Sociology Context 1897, Triplett, 1º study. 1902, Cooley, Human nature and 1900, Freud, Dreams the social order (looking glass interpretation. self). 1908, Wundt, Völkerpsychologuie. 1905, Weber, The Protestant Ethic and the Spirit of Capitalism (social 1908, McDougall, An Introduction to social psychology action vs. behaviorism). 1913, Watson, Psychology as the… 1908, Ross, Social Psychology. 1929, Thurstone, The 1913, G.H. Mead, Social Self. measurement of attitudes. 1918, Thomas y Znaniecki, The 1936, Allport et al. Formed the polish peasant. Society for the Psychological Study of Social Issues 5 1.2. Historic development of Social Psychology. Social Psychology Evolution Psycology Context Sociology Context 1) Operant Behaviorism & Neo, 1) Symbolic interactionism & Neo, Hull, E-O-R; Skinner E-R-C; Blumer; Goffman's Stigma; Dollard & Miller, Frustration- 2) Structural functionalism, Aggression; Seligman, learned Parsons. helplessness. 3)Frankfurt School (social critic). 2) Gestalt & Experimental Social Adorno, authoritarian Psychology, Lewin, Behavior=f personality; Fromm, Escape from (person, environment); Asch, Freedom. Sherif, Milgram, Festinger… 4) Social-constructionism, 3)Cognitivism (social), Bartlett, Gergen's relational being. Schemas theo.; Vygotski, language & culture; Bandura; Trans-cultural studies… 6 1.3. Historical influences on Social Psychology. Ross, L., Lepper, M. & Ward, A. (2010). History of Social Psychology. In: Fiske, S., Gilbert, D. & Lindzey, G. Handbook of Social Psychology. P. 14. 7 8 1.4. Social Psychology today. Era Context Groups and Groups Attitudes and Social (Self) Dynamics Attitudes Change Percepcion & Cognition 2010 Economic Sustainable policies Nudges, morality eco-anxiety, crisis …. …. future-phobia … 2020 Covid-19 Digital Life style, recycle, Isolation, social communications and reuse, competencies networks, nature, re- ….. and identity inhabit rural spaces …..... 9 1.4. Social Psychology today. http://www.avonconnects.co.uk/servlet/JiveServlet/showImage/2-1319862-31112/Evolution-of-Television-TV-Funny-Cartoon-Joke.jpg 1. Stereotyping and Prejudice: (a) Covert forms of stereotyping, Benevolent “machismo”, (b) Implicit measures, (c) Stigma & Self-stigma. 2. The role of culture: demographic changes; Integration vs. Diversity. 3. Critique of Homo Economicus (cost and rewards): Not only the importance of altruism, morality and so on, but also the findings on framing (manipulating the context) and priming (readiness to perceive). 10 1.4. Social Psychology today. Promising new directions (research): 1) Evolutionary Psychology; 2) Implicit influences (non-conscious priming, subliminal); 3) Terror Management Theory (Greenberg, Pyszczynski, et al.); 4) Positive Psychology (Seligman) and Spirituality; 5) Self-Regulation (self-awareness, environment-awareness, self-knowledge…); 6) Hedonic adaptation (tendency to adapt hedonically - positively- to both positive and negative circumstances, focusing attention to pleasure aspects of the experience); 7) Close relationships; 8) Virtual interaction; 9) Social cognitive neuroscience; 11 1.4. Social Psychology today. Promising new directions (research): 10) Sustainability; 11) Sustainable de-growth; 12) Re-inhabit rural spaces…. 12 1. THE INFLUENCES OF MAJOR SCHOOLS OF THEORIES IN SOCIAL PSYCHOLOGY “There is nothing more practical than a good theory (…) The good theories usually come out from practical contexts” K. Lewin Prof. Dr. Jesús Saiz Galdós Social Psychology I  1. THE INFLUENCES OF MAJOR SCHOOLS OF THEORIES IN SOCIAL PSYCHOLOGY 1. MACRO PERSPECTIVES: a) Str ucturalism, b) Functionalism, c) Str uctural-Functionalism, d) Evolutionism. groups and how people interact in those groups 2. MESO PERSPECTIVES: a) Symbolic interactionism, b) Socialization process, c) Social constr uctivism. 3. MICRO PERSPECTIVES: a) Behaviorism, b) Psychoanalysis, c) Humanism, d) Gestalt, e) Cognitivism. LIMITATIONS (BIASES) OF THE CLINIC/PROFESSIONAL JUDGMENT (BECAUSE THE EXPERIENCE/THEORIES HANDLED) (MYERS, 2010): false ideas about psychology Illusory correlations. Our expectations can make us see what we hoped to see. Retrospective explanations. “A posteriori” explanations are easy and can generate excesses of confidence. Social desirability. In an experiment we may try to conduct it in the desirable direction, or the studied person changes his behavior to please the professional. Self-confirmatory diagnosis. When the investigator looks for and “remember” information that verifies the diagnosis that he is looking for. Self-fulfillment prophecy. When the person behaves in the way that he/she will cause, without intention, to happen the foretold event (positive or negative). This behavior will obtain reinforcement and may be maintained in the future. Naïve (or experience based) prediction → Theoretical prediction → Statistical (or data based) prediction ¨i think they are going to break up¨ this are the more reliable ones  1. MACRO PERSPECTIVES 1) Structuralism Structuralism was the --------------------------------- first school of psychology, and focused on breaking down mental processes into the most basic components. Major structuralist thinkers in psychology include Wilhelm Wundt (1879) and Edward Titchener. In Psychology, the focus of structuralism was on reducing mental processes down into their most basic elements. Structuralists used techniques such as introspection to analyze the inner processes of the human mind. For the anthropologist Lévi-Strauss human experience and behavior was determined by a broader system, including social structures.  1. MACRO PERSPECTIVES 2) Functionalism / Pragmatism Functionalism formed as a reaction to the theories of the structuralist school of thought and was heavily influenced by the work of William James (1890). Major functionalist thinkers included John Dewey and Harvey Carr. Instead of focusing on the mental processes themselves, functionalist thinkers were interested in the role that these processes play. they don´t care about for ex the dreams or beliefs people have but what matters is how people behave after having that dream Functionalism considered society as a complex system whose parts work together to promote stability.  1. MACRO PERSPECTIVES Emile durkheim he tried to explain why people committed suicide, only using data of sociological studies 3) Structural-functionalism In Sociology structuralism and functionalism are usually together to form a broad perspective, which sets out to interpret society as a structure with interrelated parts. It addresses society as a whole, in terms of the function of its constituent elements; namely: norms, customs, traditions and institutions. A common analogy (H. Spencer), presents the parts of society as "organs" that work toward the proper functioning of the "body" as a whole. T. Parsons´ model of social change has been described as a “moving equilibrium”, and emphasizes a desire for social order.  1. MACRO PERSPECTIVES 4) Evolutionism: Premises (Buss, D. M. https://www.apa.org/science/about/psa/2009/05/sci-brief): (a) Evolutionary processes have sculpted not merely the body, but also the brain, the psychological mechanisms it houses, and the behavior it produces; (b) Many of those mechanisms are best conceptualized as psychological adaptations designed to solve problems that historically contributed to survival and reproduction, broadly conceived; (c) Psychological adaptations, along with byproducts of those adaptations, are activated in modern environments that differ in some important ways from ancestral environments; (d) Critically, the notion that psychological mechanisms have adaptive functions is a necessary, not an optional, ingredient for a comprehensive psychological science. instincts.....  2. MESO PERSPECTIVES a) Symbolic interactionism a really sociology theory It is a major sociological perspective that places emphasis on micro-scale social interaction, which is particularly important in subfields such as urban sociology and social psychology. Authors: --------------- Cooley, Mead, Blumer, Goffman, Stryker… Key words: Language: instrument of the interaction and mean through which the interaction happens. Symbolic refers to the linguistic fundaments of human life, while the word “interaction” refers to the fact that people do not act towards others, but with the others (opposite to behaviorism). ¨¨people don´t react, but interact¨  2. MESO PERSPECTIVES Symbolic Interactionism as proposed by H. Blumer, “is the http://blogs.longwood.edu/longwoodjournies/files/2011/06/293984499_975a9bf649.jpg process of interaction in the formation of meanings for individuals”. Blumer was a devotee of George H. Mead, and was influenced by John Dewey, who insisted that human beings are best understood in relation to their environment (i.e. interview a patient in his own setting). we make up our self-esteem in a self reflected way Blumer came up with three core principles: meaning, language, and thought. These core principles lead to conclusions about the creation of a person's self and socialization into a larger community (Griffin, 1997):  2. MESO PERSPECTIVES Blumer's three core principles: 1.The principle of meaning states that humans act toward people and things based upon the meanings that they have given to those people or things. 2.Language gives humans a mean by which to negotiate meaning through symbols. Mead believed that naming assigned meaning, thus naming was the basis for human society and the extent of knowledge. It is by engaging in speech acts with others, symbolic interaction, that humans come to identify meaning, or naming, and develop discourse. 3.Thought modifies each individual's interpretation of symbols. Thought, based-on language, is a mental conversation or dialogue that requires role taking, or imagining different points of view (opposite to behaviorism). this idea is particular of them  2. MESO PERSPECTIVES "we can change the meaning of things" 8 Basic principles of Symbolic interactionism: 1) The human beings act towards the things http://www.semonski.com/kosexternal/Academics_files/communicationsexam_files/image002.jpg on the base of the meaning that the things have for them. 2) The meaning of the things emerges from the process of social interaction. 3) The meaning is modified by means of an interpretative process. 4) The human beings create experience worlds in which they live. there's always space for creativity 5) The meaning of those worlds arises from the interaction, and they form themselves by means of the self-reflections that individuals do about their situations. once sb comes and tell the dog is dangerous, the dog begins behaving dangerously  2. MESO PERSPECTIVES 8 Basic principles of Symbolic interactionism (continue): 6) That self-reflection as well is http://soctheory.iheartsociology.com/wp-content/uploads/2011/11/382319_10150453040141913_707036912_10358356_651834458_n1.jpg connected with the social interaction and influences it. 7) A society is made up of the collective or social actions that are formed and carried out by their members (social life of a human society). 8) The interpretative process is anchored in the cultural world, in which the mass media define the meanings.  2. MESO PERSPECTIVES In the “circuit of the culture”, in “mass media” 5 interconnected processes occur: 1) Representation (salient cultural categories), 2) Identification (race, sort, social class, etc.), 3) Production-distribution (objects), 4) Consumption (objects), and 5) Regulation (economy). This symbolic interactionism perspective is really critic Goebbels Multiple objective of “mass media”: To create audiences that will become consumers, in accordance with the capitalist political system and supporting the strategic policies of the State, and without the new consumers think that they are merchandise.  2. MESO PERSPECTIVES In the “circuit of the culture”, in “mass media”. Example: Goebbels Information biases, Means of disinformation, Fake news, Fact-checking…  2. MESO PERSPECTIVES Basic propositions of a Sociological Social Psychology (Symbolic Interactionism): 1) There is a psychic “unit” in the human experience. 2) In the human experience there is an enormous cultural variety. 3) The human experience is based on the creative capacity of the subjects… 4) And it does not limit to test and error, to the conditioning or to new learning. against behaviorism 5) The use of symbols differentiates us from other organisms. 6) The human experience is relational and it is influenced by the presence of other individuals. (you can take you patient outside the normal therapy) 7) The methods of social psychology must be adapted to the experiences lived by the human beings. Lindesmith, A., Strauss, A. & Denzin, N. (1999)  2. MESO PERSPECTIVES b) Socialization process (Piñuela & Yela, in Yela, 2012): “The process through which people learn and internalize the attitudes, values, motives, roles and normative behaviors of their environment and each of the systems that configure it -family, friends, organizations, society, culture, etc.”-.  2. MESO PERSPECTIVES c) Social constructivism. Origins in L. Vygotsky. Development in social psychology: K. Gergen: “In the beginning is the relationship”, “co-action”, “co-creation”… Critic to empirical science and traditional methods (cognitive psychology). Focuses on creating alternative theories of events, in a pragmatically and local sense (neglects the possibility of generalization and the accumulation of knowledge). - finding particular solutions to particular problems The main idea is that people join groups, wherein people construct knowledge. This knowledge is constantly changing in social interactions, but contributes to create a small culture of shared artifacts with shared meanings. When one is immersed within a culture, one is learning all the time about how to be a part of that culture, and contributes to create and change it. 2. MESO PERSPECTIVES c) Social constructivism.  2. MESO PERSPECTIVES c) Social constructivism. Strengths: 1) Make us question about the objectivity of our scientific convictions. 2) Give us the opportunity to re-think our professional activity in a more everyday/applied way (i.e. we value/validate our patient´s truth instead confronting it). Limitations: 1) The knowledge it creates is also historically limited. 2) It can be described as another form of cultural and intellectual relativism. 3) Some accumulation, generalization and verification of knowledge has successfully occurred.  3. MICRO PERSPECTIVES a) Behaviorism It became a dominant school of thought during the 1950s. It was based upon the work of thinkers such as: Ivan Pavlov, John B. Watson & B. F. Skinner. Behaviorism suggests that all behavior can be explained by environmental causes rather than by internal forces. Behaviorism is focused on observable behavior. Theories of learning, including classical conditioning and operant conditioning, were the focus of a great deal of research.  3. MICRO PERSPECTIVES Classical conditioning Clockwork Orange I. Pavlov studied the classical conditioning with dogs and was awarded with the Novel Prize of Medicine in 1904. Unconditional Stimulus (US) → Unconditional Response (UR), Conditioned Stimulus (CS) → Conditioned Response (CR)  3. MICRO PERSPECTIVES Classical conditioning John Broadus Watson, “Psychology as the behaviorist views it” (1913). “purely objective experimental branch of natural science”. “Give me a dozen healthy infants, well-formed, and my own specified world to bring them up in and I'll guarantee to take any one at random and train him to become any type of specialist I might select – doctor, lawyer, artist, merchant-chief and, yes, even beggar-man and thief, regardless of his talents, penchants, tendencies, abilities, vocations, and race of his ancestors. (…)” (Watson, 1930). “Little Albert” experiment (Watson & Rayner,1920). https://www.youtube.com/watch?v=9hBfnXACsOI 22  3. MICRO PERSPECTIVES Operant conditioning B. Frederic Skinner (1904 - 1990). Antecedent Stimulus → Response → Consequence Formula: A - R – C The “operating conditioning” happens when a consequence increases the future probability that the previous response will appear again after the same antecedent stimulus. 23  3. MICRO PERSPECTIVES Operant conditioning Types of consequences: 1.Positive Reinforcement (exam. Pay). 2.Negative Reinforcement (exam. Prisoner gets out of his jail because good behavior). 3.Positive Punishment (exam. Father spanks his son). 4.Negative Punishment (exam. Father removes a candy to his son for bad behavior). 5.Ignore. 24  3. MICRO PERSPECTIVES Neo-behaviorist theories A. Social Exchange Theory (J. Thibaut & H. Kelly) 2 assumptions (Hedonism, Individualism). 2 elements (Experienced Reinforcement, Cost). “The Social Psychology of Groups” (1959). B. Social Learning Theory (A. Bandura) Vicarious Reinforcement. “Aggression: A Social Learning Analysis” (1973). C. Learned helplessness Theory (M.E.P. Seligman) (1967) Skinner. (1948). “Superstition in the Pigeon”. May conduct to 3 deficits (lack of motivation, lower capacity for learning effective responses, & emotional –anxiety and depression mood). President of the APA in 1998. Founder, with C. Peterson, Positive 25 Psychology (2004).  3. MICRO PERSPECTIVES a) Behaviorism Main critics and limitations: 1. Overvaluation of observable. Ignore the consciousness, feelings and mind/thoughts. 2. Simplification of explanations. It is mechanicist. It is reductionist. It sees the subject as a passive receptor. 26  3. MICRO PERSPECTIVES a) Behaviorism 3. It is pragmatic, in line with a capitalist social system. 4. Its methods has been ethically questioned. 27  3. MICRO PERSPECTIVES a) Behaviorism: examples “Functional Analysis of Behavior”: The behavior depends on the reinforces. Functional Analysis Name: Rachael Components Antecedent Stimulus Response-Symptom Consequence-Reinforce Environmental Someone rubs Raquel. Cognitive She thinks that with the She believes that she has rubbing she will lose her recovered her soul. soul. Emotional She feels “nervous”. Her anxiety lows down. Behavioral Touches again whoever has she rubbed. Physical She feels “tense”. Her tension lows down. 28 once he did it correctly 3 days straight, they stop using prompt AS: Show a box to an autistic child. R: Child ask. C: The child is answered. Williams, Pérez- González y Vogt, (2003). JABA. Educational, Clinical or Social Psychology? it´s more educational since it´s a technique used by special educational professionals it´s applied psychology 29  Extinction of an avoidance response in a chronic patient with schizophrenia diagnosis through a systematic desensitization program between environments. Saiz, J., Rodríguez, M.V., Tejedor, M., Gómez, M.E. & Gentil, J. (2010) Aims: To extinguish the avoidance response from specific environmental stimulus. Generalize the new response to other environments and antecedent stimulus. Method: It was applied a systematic 1st hill desensitization program between environments with a multiple baseline design. A 51-year-old male took part, with paranoid schizophrenia diagnosis (31 years of chronic condition) and standard pharmacological treatment. Incompatible behaviors with the avoidance response were reinforced, as well as a systematic decrease of prompts was 2nd hill carried out (total, partial, verbal). The intervention was conducted inside the Socio- Community Support Team of Fuencarral. Results: The subject has managed to replace the avoidance behavior for one of commitment. Nowadays he does more 3rd hill normalized community itineraries. Conclusions: minor number of interventions… generalization ability of the patient. The30 VIDEO procedures were effective. VIDEO  3. MICRO PERSPECTIVES b) Psychoanalysis Jones Brill Ferenczi Freud Jung Hall Clark University, USA, 1909  3. MICRO PERSPECTIVES Sigmund Freud (1856-1939) “The contrast between individual psychology and social or group psychology, which at first glance may seem to be full of significance, loses a great deal of its sharpness when it is examined more closely. It is true that individual psychology is concerned with individual man and explores the paths by which he seeks to find satisfaction to his instinctual impulses; but only rarely and under certain exceptional conditions is individual psychology in a position to disregard the relations of this individual to others. In the individual's mental life someone else is invariably involved, as a model, as an object, as a helper, as an opponent; and so from the very first individual clinical psychology is originally also based in social psychology psychology, in this extended but entirely justifiable sense of the words, is at the same time social psychology as well” (Freud, 1921).  3. MICRO PERSPECTIVES b) Psychoanalysis Founded by Sigmund Freud. It emphasizes the influence of the unconscious mind on behavior. Freud believed that the human mind was composed of three elements: the id, the ego and the superego. The id is composed of primal urges, while the ego is the component of personality charged with dealing with reality. The superego is the part of personality that holds all of the ideals and values we internalize from our parents and culture. Freud believed that the interaction of these three elements was what led to all of the complex human behaviors. Freud's school of thought was enormously influential, but also generated a great deal of controversy. This controversy existed not only in his time, but also in modern discussions of Freud's theories.  3. MICRO PERSPECTIVES Sigmund Freud (1856-1939) Psique's topography: 1) Unconsciousness, 2) Pre-consciousness, & 3) Consciousness. 3 2 1  3. MICRO PERSPECTIVES Sigmund Freud (1856-1939) Three personality elements: 1) the id, 2) the ego and 3) the superego. Pleasure principle vs. Reality principle. 2 3 1  3. MICRO PERSPECTIVES Sigmund Freud (1856-1939) Stages of personality development. As humans develop, they become fixated on different and specific objects through their stages of development: 1) Oral stage, from birth to 18 moths (exemplified by an infant's pleasure in thumb sucking) (confident vs. unconfident). 2) Anal stage, from 18 month to 3 years and a half (exemplified by a baby's pleasure in evacuating his or her bowels), (mean vs. generous). 3) Phallic stage, from 3 to 5 or 6 years (Oedipus Complex), (group identification vs. isolation). 4) Latency period, from 6 to 12 years. 5) Mature genital stage (gender roles).  3. MICRO PERSPECTIVES Freudian writings related to social psychology: - for ex why people need the law to organize themselves “Totem & Taboo” (1912, p. 1745) “this represents a first tentative from me to apply my point of view and psychoanalysis findings to non solved problems of social psychology” (law). “Mass psychology and analysis of the ego” (1921). how mass are stupid and start doing stupid stuff “The Future of an Illusion” (1927). “The Uneasiness in Culture” (1930). “On response to Einstein he was a pacifist about the reasons of war” (1933) (Einstein – love & cultural creation). “Moses and monotheist religion” (1939). specially judaism  3. MICRO PERSPECTIVES Some Freud ideas still used in social psychology 1) Affection socialization, or how society transform instincts, affects and emotions in an acceptable behavior. 2) Re-built “Aggression – frustration hypothesis”. Considering how the experience was lived, and which mechanism were used to understand the event (not all the raped become rapist). 3) Superego, as a personality element that represents social norms, values and moral.  3. MICRO PERSPECTIVES Carl Gustav Jung (1875-1961) “Analytic Psychology” (neo-psychoanalysis) to differentiate it from freud´s psychology “I study the individual to understand the group, and I study the group to understand the individual” (1912).  3. MICRO PERSPECTIVES Carl Gustav Jung (1875-1961) “Analytic Psychology” (neo-psychoanalysis) “Jung was as erudite as scientific. He found his data all around: in antic myths and in modern fairy tails; in the primitive life, and in modern civilization; in western religions and eastern religions; in alchemy, astrology, telepathy and farseeing; in dreams and visions of normal people; in anthropology, history, literature and arts; and in clinic and experimental research. In dozens of articles and books he exposed the empirical data in which his theories are based” (Hall & Lindzey, in Dicaprio, 1989, p.119).  3. MICRO PERSPECTIVES Carl Gustav Jung (1875-1961) “The whole personality or Psique, as Jung call it, consists in a sum of separate systems but inter-connected. The main are (1) the Ego, (2) the Personal Unconscious and its Complexes, (3) the Collective Unconscious and its Archetypes, the Person, the Anima or Animus, and the Shadow (…) Finally there is a (4) Self, which it is considered to be the completely development and unified personality ” (Hall & Lindzey). 1 2 4 3  3. MICRO PERSPECTIVES Carl Gustav Jung (1875-1961) The Jungian Individualization process represents the integration of all these parts in the Self.  3. MICRO PERSPECTIVES Carl Gustav Jung (1875-1961) “(…) Moreover these inter-connected systems, Jung proposes the attitudes of Introversion & Extraversion, and the functions of Thinking, Feeling, Sensing and Intuition (Hall & Lindzey). Introversion Introversion Sensing Extraversion Extraversion http://3.bp.blogspot.com/-EZPhxOUtGIs/Tiz3T52ATzI/AAAAAAABAAE/ei_GRWxYgGs/s400/yinyang.jpg Thinking Feeling Introversion Introversion Extraversion Intuition Extraversion  3. MICRO PERSPECTIVES Jungian psychosocial writings: 1. "America against its most dramatic moment" (1912, p.41): "I find that men and women are putting their life energy in all but their mutual relationship”. 2. "Wotan" (1946) Jungian analysis on the Nazi phenomenon. 3. The pragmatic study of religion: "Psychology and Religion" (1949), "Psychology and Alchemy" (1951) and "Mysterium Coniunctionis" (1954). 4. "Present and Future" (1957, p. 245): "In the same way, as a social being, man can not live long without the link to society, nor the individual will find the real justification to his existence, and spiritual and moral autonomy, rather than an otherworldly principle (like Values, God, etc.) able to relativize the overwhelming influence of external factors”. 5. "Approaching the Unconscious" (1964). 44  3. MICRO PERSPECTIVES Junguian contributions to Social Psychology: http://images2.wikia.nocookie.net/__cb20100329141121/simpsons/images/2/2a/The_Joy_of_Sect_Promo.gif 1. The Typology. 2. The notion of “person”. 3. The pragmatic study of religion as a belief system and institution that directs the behavior of individuals (example: Religion and coping). 4. The notion of "balance between individual and society”. To promote group cohesion, organizational harmony and social integration should be as important as to promote personal experience, individual development and personal autonomy. 5. The unconscious as a social or collective construct, is an improvement over the Freudian unconscious, and allows the social psychologist to recognize the hidden influence of social norms, as well as images, myths, archetypes and symbols that come to life in the everyday. For example, the appearance of "sects", "urban 45 tribes“, “heroic behaviors”, etc..  3. MICRO PERSPECTIVES C) Humanism It was developed as a response to psychoanalysis and behaviorism. Humanistic psychology instead focused on individual free will, personal growth and the concept of self-actualization. While early schools of thought were largely centered on abnormal human behavior, humanistic psychology differed considerably in its emphasis on helping people achieve and fulfill their potential. Major humanist thinkers include Abraham Maslow and Carl Rogers.  3. MICRO PERSPECTIVES C) Humanism 450px-Maslow%27s_Hierarchy_of_Needs Humanistic psychology remains quite popular today and has had a major influence on other areas of psychology including positive psychology (Seligman). This particular branch of psychology is centered on improving the “quality of live”, helping people living happier and more fulfilling lives. Maslow's hierarchy of needs  3. MICRO PERSPECTIVES C) Gestalt It is a school of psychology based upon http://upload.wikimedia.org/wikipedia/commons/d/d4/Proud_of_what_5.gif the idea that we experience things as unified wholes. This approach to psychology began in Germany and Austria during the late 19th century in response to the molecular approach of structuralism. Instead of breaking down thoughts and behavior to their smallest elements, the gestalt psychologists believed that you must look at the whole of experience. According to the gestalt thinkers, the whole is greater than the sum of its parts.  3. MICRO PERSPECTIVES C) Gestalt Founders: Wertheimer, Köhler and Koffka (1910). Isomorphism: refers to a correspondence between a stimulus array and the brain state created by that stimulus. The psychology is the study of immediate experience in the whole organism (Marx & Hillis, 1995). Figure – Fond →  3. MICRO PERSPECTIVES C) Gestalt Principles of the Perceptual Organization (Wertheimer): 1. Proximity 2. Similitude 3. Direction 4. Closing 5. Symmetry  3. MICRO PERSPECTIVES K. Lewin (1890-1947) Introduced Gestalt principles in Social Psychology. Behavior= f (person, environment). Field Theory: points out the psychological factors of situation (or field), more than environmental factors. It is the individual's perception about physics stimuli what will determinate his behavior. Vital space is the complete effective psychological factors for a given person in a particular momentum. Example: Barrier Barrier Kid (2 Kid Toy OPTIONS) Toy Mother GOAL Mother PHYSIC SITUATION PSYCHOLOGICAL SITUATION  3. MICRO PERSPECTIVES D) Cognitivism It is the school of psychology that studies mental processes including how people think, perceive, remember and learn. As part of the larger field of cognitive science, this branch of psychology is related to other disciplines including neuroscience, philosophy and linguistics. Cognitive psychology began to emerge during the 1950s, partly as a response to behaviorism. Critics of behaviorism noted that it failed to account for how internal processes impacted behavior. This period of time is sometimes referred to as the "cognitive revolution" as a wealth of research on topics such as information processing, language, memory and perception began to emerge. One of the most influential theories from this school of thought was the “stages of cognitive development theory” proposed by Jean Piaget (Sensorimotor Stage, Preoperational Stage, Concrete Operational Stage and Formal Operational Stage).  3. MICRO PERSPECTIVES D) Cognitivism F. Bartlett, 1932 – Experiments on memory: The cognitive processes imply the building of a significance, what makes that the remembered or the perceived images, will be determinated by social and cultural influences. Schemas Theory: The schemas are organized structures of knowledge culturally transmitted and that make it possible to accumulate new information to the previous one.  3. MICRO PERSPECTIVES L. Vygotsky (also social constructivism) Consciousness and mental process are historic and cultural (1930). Vygotsky investigated child development and how this was guided by the role of culture and interpersonal communication. Luria: showed in two communities that “Russian educational revolution” had an impact in cognitive process as colors and figures perception or cognitive processes as abstraction, generalization, deduction and self-analysis. F. Heider The “Balance Theory” (1944) is a motivational theory of attitude change, which conceptualizes the consistency motive as a drive toward psychological balance. When the balance is broken a state of tension makes the person change through action or cognitive re-organization. The Psychology of Interpersonal Relations (1958) founded the field of “social cognition”.  3. MICRO PERSPECTIVES D) Cognitivism Paradigm of the information processing: Neisser “Cognitive Psychology” (1967). Analogy “mind – computer”: human mind like an information processing system (input - output). -Study of the mental structures: categorization, prototypes, schemes. -Study of the heuristic or systematic processes of inference. -Study of the social cognition: attribution.  1. MAJOR SCHOOLS OF THEORIES IN SOCIAL PSYCHOLOGY References: 1.Cherry, K. (2011). Major Schools of Thought in Psychology. Downloaded from: http://psychology.about.com/od/historyofpsychology/a/schoolsthought.h tm 2.Cooper, J., Heron, T. & Heward, W. (1987). Applied Behavior Analysis. New Yersey: Prentice Hall. 3.Garrido, A. y Álvaro, J. L. (2007). Psicología Social. Madrid: McGrawHill. 4.Lindesmith, A., Strauss, A. & Denzin, N. (1999). Social Psychology. USA: Sage. 5.Myers, D. G. (2010). Social psychology. New York: McGraw-Hill. 6.Yela, C. (2019). Psicología Social de los Problemas Sociales. Madrid: SanzyTorres.  1. MAJOR SCHOOLS OF THEORIES IN SOCIAL PSYCHOLOGY Tha nk You “There is nothing more practical than a good theory (…) …. The good theories usually come out from practical contexts” K. Lewin Prof. Dr. Jesús Saiz Galdós Social Psychology I 2. Methods and techniques in Social Psychology 2.1. Introduction & debates 2.2. Crisis in Social Psychology 2.3. After the Crisis… Prof. Dr. Jesús Saiz Social Psychology I  2. Methods and techniques in Social Psychology  2.1. Introduction & debates  Basic vs. Applied there's research being done, but also going on the field and applying does theories  Qualitative vs. Quantitative  (Action-Research) → Action-Research-Participation ACTION RESEARCH: Improving until you reach the point of the desirable way. By doing things, take data, and then changing the way of doing it EXAMPLES I. Quantitative: Experiment, Field experiment, Cuasi- Experiment, Survey…  2. Methods and techniques in Social Psychology  2.1. Introduction & debates EXAMPLES II. Qualitative: Participant Observation, Non-participant Observation, Field Notes, Structured Interview, Semi- structured Interview, Unstructured Interview, Analysis of documents and materials, Life stories, Life history (case studies), Groups discussion, Delphi method, Creative methods… “Sensible Inquiry”: 1) Recovery principles, 2) Sensitive practices with traumatic events, and, usually not questionnaires 3) Collective impact. (Paton, et al., 2018). 2. Methods and techniques in Social Psychology Worchel, S., Cooper, J., Goethals, G. R. & Olson, J. M. (2000). Social Psychology. USA: Wadsworth. 2.2. Crisis in Social Psychology obstaculizo Hodgetts, D., Drew, N., Sonn, C., Stolte, O., Waimarie, L. & Curtis, C. (2010). Social Psychology and Everyday Life. China: Palgrave. 2.2. Crisis in Social Psychology Ignacio Martín-Baró Spanish social psychologist known for empowering people in El Salvador to have better education. He was killed because of his work  2.3. After the Crisis…  Three important facts for the “scaling-up problem” (generalization): 1) Individual and collective problems of behavior lie at the heart of the most difficult (complex) social issues burdening our society (social problems) (i.e. drug traffic). 2) Social psychology and related fields has armed us with an impressive collection of potential tools for changing behavior. 3) Positive interventions outcomes are not only possible but a matter of proven fact. Ross, L., Lepper, M. & Ward, A. (2010). History of Social Psychology. In: Handbook of Social Psychology. 5th Ed. USA.: John Wiley & Sons. Chapter 1. p.41.